<![CDATA[This study describes the creative thinking profiles of fifth-grade students solving least common multiple (LCM) word problems from the perspective of field-independent (FI) and field-dependent (FD) cognitive styles. A descriptive qualitative design was used at SD Al-Azhar Mandiri Palu, Indonesia. Twenty-two students completed the Group Embedded Figure Test (GEFT), resulting in 18 FI and 4 FD classifications. One high-performing and communicative student from each category was purposively selected as a focal participant. Data were obtained from two equivalent LCM written tasks and semi-structured interviews, with consistency examined through time triangulation. Analysis followed data condensation, data display, and conclusion drawing/verification using the four indicators of fluency, flexibility, originality, and elaboration. The FI participant, AAR, used two relevant conventional strategies, listing multiples and prime factorization, and explained the solution in detail. AAR therefore met fluency, flexibility, and elaboration and was classified at Level 3 (creative). The FD participant, AKW, used one conventional listing-multiples strategy and explained it in detail, meeting elaboration only and corresponding to Level 1 (less creative). Within these two focal cases, the main difference concerned the breadth and variation of strategy use rather than answer correctness.]]>
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